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California Practitioners' Guide for Educating ELs with Disabilities

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California Practitioners' Guide for Educating ELs with Disabilities

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Infographic

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CA PG EL SWD Chapters and sections infographic.pdf

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https://padlet.com/dmontoya18/uz3pvq814jyld0yf

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Improving Outcomes for ELs with Disabilities

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Improving Outcomes for ELs with Disabilities

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Practitioners' Guide Landing Page

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California Practitioners' Guide for Educating English Learners with Disabilities

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Coronavirus (COVID-19) Latest Updates and Information - ICOE is working with local, state, and federal partners to provide the most accurate and up-to-date information for our community. Staff are encouraged to direct all inquiries to this interagency resource: Imperial County COVID-19 Information

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California Practitioners' Guide for Educating ELs with Disabilities

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California Practitioners' Guide for Educating ELs with Disabilities

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Section 1

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CA MTSS Design Elements: 3 Tiers of High Quality Core Instruction, Supports, & Interventions

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CA MTSS Design Elements: 3 Tiers of High Quality Core Instruction, Supports, & Interventions

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Figure 2.3

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California Practitioners' Guide for Educating ELs with Disabilities

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California Practitioners' Guide for Educating ELs with Disabilities

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Section 2

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Venn Diagram Activity

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BELIEF Module Integrated & Designated ELD Digital Sort (Venn & Sorting Strips on slide)

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Designated & Integrated ELD Digital Sort Venn Diagram Compare and Contrast Activities based on the work of CCSESA & CISC: Blueprints for Effective Leadership and Instruction for our English Learners' Future (B.E.L.I.E.F.) Modules

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Figure 2.5

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Critical Principles of the CA ELD Standards

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Critical Principles of the CA ELD Standards

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Figure 2.7

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From the California Department of Education

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Tier I Core Instruction: What It Is and Is Not

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Tier I Core Instruction: What It Is and Is Not

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Figure 2.8

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Tier II Intervention- What It Is and Is Not

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Tier II Intervention- What It Is and Is Not

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Figure 2.11

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2020 - 2021

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Differences Between Tier II and Tier III Support

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Differences Between Tier II and Tier III Support

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Figure 2.12

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2020 - 2021

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Improving Outcomes for ELs with Disabilities

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Improving Outcomes for ELs with Disabilities

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Website

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EL SWD | Imperial County Office of Education

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As a recipient of a California Department of Education (CDE) and California Collaborative for Educational Excellence (CCEE) SELPA content lead grant, the Imperial County SELPA is committed to be of assistance to the statewide system of support by offering collaborative consultation services to SELPA…

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2020 - 2021

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CAPTAIN Evidence Based Practices - Autism

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CAPTAIN Evidence Based Practices - Autism

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Marin County SELPA

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2020 - 2021

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2020 - 2021

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Open Access - Assistive Technology, Augmentative and Alternative Communication, UDL

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Open Access - Assistive Technology, Augmentative and Alternative Communication, UDL

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Placer County SELPA

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The Open Access Project is based in the foundational belief that with access to quality curriculum & instruction, students with disabilities can engage, actively participate, and learn within inclusive settings.

The pathway includes:

implementing the principles of universal design for learning (UDL) across all learning environments;

incorporating digital tools and/or accessible technologies (AT) into the design of instruction and measurement of learning; and

providing access to augmentative alternative communication (AAC) strategies and supports and a commitment to building communication competence for students with complex communication needs.

Click here for a Quick Overview of the Open Access Project to print and share.

Reach out with questions, comments or ideas or to inquire about participating in an Open Access project.

Find out what's currently happening or what's coming up within our network.

In this space you can search for handouts, tools, presentations, and quarterly and annual reports related to our projects.

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Open Access 2.0 | Learning and Participation for All Students

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Providing Accessibility through UDL, AT, and AAC

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San Diego South County SELPA

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Join the EDDS Project and Learn to Use Equity Data

If you're a Special Education Local Plan Area (SELPA) administrator who has disproportionality data but aren't sure how to get the most out of it, the Equity, Disproportionality & Design (ED&D) team can help.

ED&D created a collection of tools and services called the Equity Dispro Data System (EDDS) Project. The EDDS Project is designed to help school leaders use data to promote equity for students with disabilities. The project was built on the belief that successful outcomes rely not only on the availability of data, but also on the relationship with the educators using it.

Participants in the EDDS Project will have access to a disproportionality data tool, small group training on how to use disproportionality data, data consultations with the ED&D team, and networking with other educators who want to level up their data use for promoting equity.

To learn more about the EDDS Project, contact edds@sdcoe.net

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If you're a Special Education Local Plan Area (SELPA) administrator who has disproportionality data but aren't sure how to get the most out of it, the Equity, Disproportionality & Design (ED&D) team can help. ED&D created a collection of tools and services called the Equity Dispro Data System (EDDS) Project.

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2020 - 2021

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El Dorado SELPA and Riverside County SELPA

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System Improvement Leads have joined other lead agencies within the Statewide System of Support including California Collaborative for Educational Excellence (CCEE), California Department of Education (CDE) and the State Board of Education to identify inequities and improving outcomes for each student.

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System Improvement Leads: Inspire, Connect, Innovate

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Figure 2.13

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Comparison of Language Difference vs Disability

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Comparison of Language Difference vs Disability

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Figure 3.3

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Tools for  Gathering Extrinsic Factors Data

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Tools for  Gathering Extrinsic Factors Data

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Figure 3.4

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Appendix 3.1

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Appendix 3.1 - Checklist for Carrying Out the Recommendations (Referral Process for ELs).pdf

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Appendix 3.2

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Appendix 3.2 - Cumulative File Check.pdf

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Appendix 3.3

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Appendix 3.3 - English Learner Extrinsic Factors.pdf

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Appendix 3.4

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Appendix 3.4 - English Learner Intervention Summary.pdf

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EL Initial Referral & Decision Making Process

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EL Initial Referral & Decision Making Process

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Appendix 3.5

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Appendix 3.5 - English Learner Initial Referral and Decision Making Process.pdf

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Appendix 4.1

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Appendix 4.1 - Potential Bilingual Assessment Tools Inventory.pdf

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Appendix 4.3

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Appendix 4.3 - English Learner Student Questionnaire= Language-Use.pdf

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Appendix 4.4

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Appendix 4.4 - English Learner Teacher Questionnaire.pdf

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Appendix 4.6

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Appendix 4.6 - English Learner Classroom Observation Checklist.pdf

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Appendix 4.7

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Appendix 4.7- Focused Observation of English Learner during English Instruction.pdf

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Appendix 4.8

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Appendix 4.8 - Parent Report Individual Education Program Development.pdf

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CA Practitioners' Guide for Educating ELs with Disabilities

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Over-identification: Why ELLs may be referred to special education too soon

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Creating and nurturing an inclusive, affirming classroom community is a central priority for educational equity and access for English Learners, made even more critical and urgent in a pandemic climate where social isolation, economic crisis and racial injustice have intensified. It is imperative th…

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California Practitioners' Guide for Educating ELs with Disabilities 

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California Practitioners' Guide for Educating ELs with Disabilities 

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Electronic Resources

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California Practitioners' Guide for Educating English Learners with Disabilities

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Coronavirus (COVID-19) Latest Updates and Information - ICOE is working with local, state, and federal partners to provide the most accurate and up-to-date information for our community. Staff are encouraged to direct all inquiries to this interagency resource: Imperial County COVID-19 Information

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Improving Outcomes for ELs with Disabilities 

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Improving Outcomes for ELs with Disabilities 

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Twitter

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Tweets by el_swd

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CCSESA

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MTSS Resource

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​​​​​​​​​​​​​​​​​​​​​​​​ ​​​​​​​​​

In April 2016, Orange County Department of Education, in partnership with Butte County Office of Education and SWIFT Education Center, was awarded a large grant to implement MTSS statewide. This effort, California Scale-Up MTSS Statewide (SUMS) provides a process for Local Education Agencies (LEA) to assess their strengths, coordinate supports to their Local Control Accountability Plans (LCAP), and align their MTSS efforts with the eight state priorities.​

Awardees will work to develop, align, and improve academic and behavioral resources, programs, supports, and services utilizing a coherent MTSS framework that engages all systems leading to improved student outcomes.

​ 2015-16​ SUMS Annual Report.pdf

2016-2-17 Annual Report.pdf

​ 2017-2018 SUMS Annual Report

2018-2019 SUMS Annual Report

2018-2019 Fostering a Positive School Climate Annual Report​​

2019-2020 Fostering a Positive School Climate Annual Report​

2020-2021 Fostering a Positive School Climate Annual Report​​

​

​​​​​

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California SUMS Initiative Annual Reports

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ In April 2016, Orange County Department of Education, in partnership with Butte County Office of Education and SWIFT Education Center, was awarded a large grant to implement MTSS statewide.